Date: Grade: The theme of the lesson

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Aims	Learning outcomes	Vocabulary and structure
Required equipment
Educational:	by the end of	clock, thirty;	Textbook,
- to learn time through ordi-	the lesson, pu-	it’s two	the DVD of
nary clocks	pils will be able	o’clock.	the book, a
Developing:	to:	it’s two thirty.	toy ordinary
- to enable pupils to use their	- show their un-		clock
bodies to demonstrate time in	derstanding of
hours and half hours;	time using their
- to enable pupils to tell and	bodies;
write time in hours and half-	- say and write
hours using ordinary clocks	time in hours
Socio-cultural:	and half-hours
- to raise awareness of the
similarities and differences of
saying the time in english and
mother tongue

The new theme:

Activity 1 Look, listen and say. 5 min

Objective: to introduce the time

Ask the pupils to look at the clocks and guess what time they are showing. elicit the answers. Then read the times aloud or play the DVD and have the pupils repeat after you/the DVD in chorus, in rows and in pairs.

Activity 2 Look and do. 8 min

Objectives: to introduce the time;

to enable pupils to use their bodies to demonstrate time in hours and half hours.

STEP 1: show the pupils an ordinary clock (the toy or the classroom clock). Ask how many big numbers are on the clock. elicit the answers. Then point to the hour hand (short hand). Tell them that when the hour hand moves from one number to the next, one hour has passed.

After that point to the minute hand (long hand). Tell them that when the minute hand moves from one tick mark to the next, one minute has passed.

STEP 2: show them how the long hand on the ordinary clock moves faster than the short hand - it is moving by minutes. When it is at 0 minutes, it will be right up at the top, by the

(This is hard for some kids to understand.) have some pupils come up and make the long hand move quickly around the circle to reach the 12 and zero minutes several times.

STEP 3: have the pupils stand up. have them use one arm to show where the long clock hand will be when it is at zero min- utes. Their hands should be straight up above their heads. Just like they did earlier, have them move this hand rapidly around an imaginary circle to represent what the minute hand does.

Then have them imitate the 3:00 short hand. Using their un- used arm, have them put this out to the side so that they are imi- tating the hands of the clock. Repeat with 6:00 (do the ordinary clock first) then 9:00, then 12:00. both arms should be straight above their heads for 12:00.

Marking: ______________________________________

Homework: ____________________________________
Date: _______________________________________ Grade: __

The theme of the lesson: Lesson 3 What’s the time, Mr Wolf?

Aims	Learning outcomes	Vocabulary and structure	Required equipment
Educational:	by the end of	What’s the	Textbook,
- to learn asking time and an-	the lesson, pupils	time?	the DVD of
swering	will be able to:	preposition:	the book
Developing:	- show their	at
- to enable pupils to ask about	understanding of
a time and answer in hours and	time;
half hours	- ask and say
Socio-cultural:	time in hours and
- to raise awareness of the simi-	half-hours;
larities and differences of ask-	- use the preposi-
ing and saying the time in eng-	tion at with times
lish and mother tongue

The new theme:

Activity 2 Work in pairs. Ask and complete. 5 min

Objective: to give more practice in saying the time

The pupils work in pairs.

STEP 1: each of the pupils draws different times on 2 blank clocks only.

STEP 2: When they finish, Pupil A asks Pupil b: ‘What’s the time?’ When Pupil b says the time, Pupil A draws the time on one of the blank clocks. Then Pupil b asks and draws. The pairs take turns in such a way until their other two blank clocks are completed.

Activity 4a Look and say. 5 min

Objective: to introduce the use of the preposition at with hours

STEP 1: Ask the pupils to look at the first clock with the preposition “at” and the phrase. Ask them to repeat after you: ‘at eight o’clock’. say: ‘We go to school at eight o’clock’. Then say: ‘We play games at ...’ and invite them to finish the sentence with their ideas.

STEP 2: now ask the pupils to look at the second clock with the preposition “at” and the phrase. Ask them to repeat after you: ‘at twelve thirty’. say: ‘We have lunch at twelve thirty’. Then say: ‘We watch TV at ...’ and again invite them to finish the sentence with their ideas.

Activity 4b Play “I get up at 7 o’clock”. 10 min

Objective: to reinforce the use of the preposition at with times

This is the normal Chain Drill activity. The pupils use the phrases they learnt in Unit 7, Lesson 1, Activity 3a.

Optional Activity 5 Write three sentences. Objective: to reinforce the use of the preposition at

Ask the pupils to open their Workbooks and look at the ex- ample. explain that they must write similar sentences using the words in the box. Do not worry if you are short of time. You can give a part of the exercise as homework.

Marking: ______________________________________

Homework: ____________________________________
Date: _______________________________________ Grade: __

The theme of the lesson: Lesson 4 Let’s play!

Aims	Learning outcomes	Vocabulary and struc- ture	Required equip- ment
Educational:	by the end of the	P r e v i o u s -	Textbook, the
- to learn time and say ac-	lesson, pupils will	ly learned	DVD of the
tivities one does at that	be able to:	words and	book, counters
time	- show their	structures.	(square and tri-
Developing:	understanding of		angle), flash-
- to enable pupils to ask	time;		cards: clocks,
about a time and answer in	- ask and say time		time sentences
hours and half hours	in hours and half-
Socio-cultural:	hours;
- to raise awareness of the	- use the prepo-
similarities and differences	sitions at and in
of asking and saying the	with times
time in english and mother
tongue

Warm up 5 min

Look at Unit 7, Lesson 2, warm up activity for the DVD and instructions.

Activity 1 Play “What’s the time?” 15 min

Objective: to give more practice in understanding and saying times.

STEP 1:

Play the DVD and watch the game all together.

Then, as in the DVD, one pupil will be the town crier. s/he says the time, e.g. “It’s five o’clock.’ The other pupils must show the time with their hands.

STEP 2: Play Find Your Partner.

Divide the class into two groups. Group 1 have cards with sen- tences saying times. Group 2 have cards with clocks. They do not show their cards to each other. They go round and ask: ‘What’s the time?’ and find their partners.

Marking: ______________________________________

Homework: ____________________________________

Date: _______________________________________ Grade: __

The theme of the lesson: REVISION 4

Aims	Learning outcomes	Vocabulary and struc- ture	Required equipment
Educational:	by the end of	Pre v i ousl y	Textbook, the
- to check self-development	the lesson, pu-	learned words	DVD of the
Developing:	pils will be able	and struc-	book
- to encourage pupils to revise	to check self-	tures.
the material they have learnt;	development and
- to give pupils an opportunity	assess their pro-
to assess their progress	gress on the ma-
Socio-cultural:	terial they have
- to encourage pupils into fur-	learnt.
ther learning

The new theme:

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